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Unter tausenden von pontischen Steininschriften, von welchen die meisten lückenhaft erhalten sind,existieren nicht wenige, die noch auf einen dem heutigen Forschungstand entsprechenden historischenKommentar warten. Dabei meine ich nicht nur solche wohlbekannten epigraphischen Zeugnisse wie dasProtogenesdekret aus Olbia (IOSPE I2 32), den Beschluss für Agathokles, Sohn des Apaturios, aus Istros (ISM I15), oder das Diophantosdekret aus Chersonesos (IOSPE I2 352), die alle einer monographischen Unersuchungwert wären1, sondern auch mehrere Ehrenbeschlüsse, für welche die IOSPE-Ausgabe nur spärlicheBemerkungen bietet. Auf eine solche Urkunde, die interessante Informationen zur Proxenie und zu denAußenbeziehungen einiger pontischer Poleis beinhaltet, möchte ich im Folgenden aufmerksam machen (sieheAnhang).
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The author of the present article considers that the traditional etymology (Puşcariu’s) according to which Romanian regional huscă comes from a Ukrainian term huska – meaning something like ‘(little) goose’ – is untenable. More credible is, as demonstrated below, an origin of Romanian huscă (and, possibly, of Carpathian-Slavic correspondents) in a very early Germanic *hūska ‘crust (of salt)’, reconstructed on the basis of Engl. husk ‘the dry thin covering of certain fruits or seeds’, which, in its turn, was etymologically explained through Low German hūske ‘little house, core of fruit, sheath’. That Germanic connection is sustained, among other things, by the existence not only of Romanian huscă, but also of two Romanian regional terms (in plural forms), namely huşte ‘fermented wheat bran (used for a traditional sour soup)’ and huşti ‘huts outside a village’, both terms representing regular Romanian developments from an old plural form husce < singular huscă. In conclusion, by whatever way huscă entered early Romanian, it should be included among the terms that indicate the earliest contacts (beginning in the 3rd–2nd centuries BC) between Germanic intruders of a Suebic-Bastarnic type and local (Carpic-Dacian ?) populations of the Carpathian area in which natural sources of salt water have been exploited since prehistory.
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On the basis of Herodotus’ references to the life of the Getic (C. IV, 94), the author investigates two controversial issues: 1 the monotheist, henotheist or polytheist character of the Getic religion and 2 the meaning of the rite of shooting arrows towards the sky during a storm. Regarding the first controversy, after analyzing the Greek text in comparison with its Romanian versions, the author reaches the conclusion that Herodotus pleads for the monotheism of the Getic religion, though without excluding the henotheist type, while the polytheist meaning is deduced by scholars and not expressed by Herodotus himself. In relation to the second controversy, the author proposes a new lecture of the verb άπειλέουσι. All the translators, be they Romanians or foreigners, have translated this term by “to threaten”. The author of this article proposes the meaning of “to let know” or “to promise help”, supporting the idea of solidarity between the Getic and their god. This meaning is recorded in the large Greek vocabularies, but it hasn’t been chosen by translators.In conclusions, the author pleads for a dissociation between the Greek text and its equivalent in modern translations, and, through his new lecture, he offers a philological basis to the intuition of Pârvan, who sustained the solidarity of the Getic with their deity. However the controversial issues discussed in this article remain open as Herodotus’ testimonies, not based on direct knowledge of the Getic religion, have an unclear historical value.
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Writing a text is a complex task that can pose many problems for students. At the beginning of the article we ask a research question if a student that has already acquired a certain level of lexical and grammatical competence is able to write a mail (an utterance that respects the discourse rules) on the basis of input of an exemplary document. Next we want to verify an impact of exercises that aim to improve the abilities necessary to write a mail. The comparative and qualitative analysis should help to draw conclusions that allow to answer the research questions.
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Positive psychology was founded on three main pillars: positive emotions, positive character traits associated with good living and positive institutions that create conditions for students to flourish (Seligman & Csikszentmihalyi, 2000). Nevertheless, the research in psychology so far has been concentrating on positive emotions and character strengths. Enabling institutions have been the least well studied of the three pillars. A salient additional perspective, as MacIntyre and Mercer (2014) propound, would be to concentrate on the context in which students can experience enjoyment and flourish in foreign language learning. I try to fill the niche by analyzing a language school in the further education context in Poland which seems to be a positive institution. I base my study around the two criteria: enabling success and promoting positive language learning environments or student wellbeing. The language school is analyzed from three different angles: physical, pedagogical and psychological by means of an ethnographical research method and participant observation. The study is carried out in order to answer the research question: Can the school be labeled as a positive institution? The results demonstrate that the institution enables success as well as provides a positive learning environment and thus could be regarded as positive. The study is hoped to have contributed to positive psychology research by demonstrating what it means to be a positive institution in practice.
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Developing online and blended learning programs at a university requires the selection of an appropriate framework which addresses the criteria of effective pedagogy. This paper aims to determine a framework for developing and evaluating online and blended learning environments within university educational contexts. The paper is based on the experience of developing blended and online teacher training programs in Teaching English to Speakers of Other Languages at Bond University, Gold Coast, Australia. First, the paper outlines the methodology of the project. Then, it explores various concepts and theoretical models of learning environments. The next part of the paper examines students’ perspective of the elements of the learning environment as defined by the framework of choice. The paper concludes with a comparative overview of the theoretical framework and its application within the Bond University context.
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Dans cette étude les formes anturca, murga, murk et celles qui s’y apparentent, sont considérées dans le cadre du développement historique des formes de ce type dans toutes les langues où elles apparaissent, de sorte qu’elles représentent un élément très important dans la linguistique balkanique et dans la géographie linguistique. Elles ont des sens différents et s’emploient tantôt comme substantifs, adjectifs ou verbes, tantôt comme patronymes ou toponymes. Quelques-uns de ces morphèmes, en partie communs à toutes les langues balkaniques, ont développé sur le territoire lingustique macédonien de nouvelles formes morphologiques et ont passé par une transformation phonétique considérable. Ces morphèmes représentent un grand intérêt scientifique non seulement du point de vue phonétique et morphologique, mais aussi du point de vue sémantique. Ces formes, en dehors de leur importance linguistique, présentent aussi un intérêt documentaire , précisément à cause de leur développement sémantique. En effet, il est en rapport étroit avec l’histoire de la civilisation et, plus spécialement, avec l’histoire économique des peuples qui ont adopté leurs formes et leurs sens successifs. Au cours de leur développement, long et complexe, les formes en question, comme les langues qui les ont adoptées, ont passé par différentes phases, ont subi des influences diverses, se sont multipliées morphologiquement quand elles ont rencontré des éléments semblables dans les autres langues, se sont développées sémantiquement dans le cadre social.
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The aim of the article is to examine the functioning of Italian prepositions di and da and the French preposition de. Given their common Latin origin, it can be noted that some of the uses of the French preposition de are divided between at least two Italian prepositions. The author of the article briefly presents the state of the research in this field and then proposes a reflection in the context of cognitive linguistics. The functioning of the prepositions in question is presented in relation to the language image of the world, which is formed at the level of collective experience, in relation to both conceptual and linguistic levels, where the predication is determined (semantic invariant, usage preferences). It also refers to the discursive level, where the linguistic choices of the speakers are made.
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The research object of the present paper is the language of physiotherapy, analyzed on the basis of records of an oral communication between specialists in movement rehabilitation and patients, and the corpus of articles of informative character, yet not on specialist but on popular science level, written by trained physiotherapists and addressed to non-expert readers seeking advice on the treatment of diseases and dysfunctions of the spinal column. The language of physiotherapists, who are officially representatives of the health system, relies heavily on the language of medicine, but its specificity is also due to its strong links with sport, biomechanics, healthcare, fitness industry and social psychology, as well as to the character of the interaction between physiotherapists and patients. The conducted analysis enabled to identify typical lexical and morphosyntactic features of the language of physiotherapy. The discussed subject is in line with the research on effective communication between the patient and health providers which is essential for the delivery of high-quality medical care.
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This paper is an attempt to present different ways of conceptualizing the past in languages: Polish, Italian and English, based on the analysis of the role of the verbal aspect in the creation of the linguistic picture of the past actions in these three languages. However, the notion of verbal aspect appears in the grammars of all three analyzed languages, the same contexts are not always represented linguistically by the same verb form regarding the aspect. In this work we try to find the differences in conceiving the past seen from different perspectives, thus creating different pictures of the world.
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This study seeks to approach the problem of disambiguation of adjectives in the context of translation. On the basis of the French adjective austère analyzed as a case of study, the author demonstrates that adjectives can have a few equivalents in the Polish language. Such multiple interpretations caused by polysemy can be a problem for the description of adjectives in lexicographical publications, as well as for translation. Correspondences between adjectives are rarely bi-univocal in two languages and this study gives some insights on the possibilities of using this terms in both languages. Differences between senses are often highly subtle and contextually determined, so the author makes use of the theory of classes of objects. This kind of complex description allows to select the correct equivalent in another language and to make explicit the relations of equivalence between two languages.
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It is well known that the analytic form ir a + infinitive is gradually replacing the synthetic forms cantará and cantaría, whose role is becoming more and more limited to their modal value. The replacement of the synthetic forms by the analytic one can be classified as a nuclear change, whereas other temporal and modal forms of ir a + infinitive such as va a + haber + participle / iba a + haber + participle) and irá a + infinitive / iría a + infinitive may be considered related changes. The aim of this article is to comment on the usage of irá a + infinitive and iría a + infinitive in contemporary peninsular Spanish. Based on the CREA corpus the author focuses not only on their meaning, but also draws attention to the frequency of their usage and types of sentences in which they usually appear.
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The aim of the research presented in the article is to determinate the cause of the coexistence of the three names of the bile / gall in Spanish and their semantic evolution through the centuries. The study is an attempt to explain this lexical abundance by invoking the similar richness in Latin.
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This paper reviews research on language development of deaf children, comparing those who have early access to natural sign language with those who do not. Early learning of sign language does not create concerns for the child's development of other languages, speech, reading, or other cognitive skills. In fact, it can contribute directly to establishment of more of the high-level skills needed for successful bilingual development. The global benefit of learning a sign language as a first language is that in the resulting bilingual communicative setting, teachers and learners can take advantage of one language to assist in acquiring the other and in the transfer of general knowledge. As part of this discussion, English and ASL are compared as representatives of spoken and signed natural languages to provide explicit examples of their similarities and differences.
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The article is a description of the genological determinants of negotiation talk as a genre of speech. At the beginning, the author organizes important notions: the genre of speech (referring to Mikhail Bakhtin), the genre pattern and the negotiations themselves (where she presents a few proposals for definition, and at the end presents her definition of a negotiation conversation). Marta Dargiewicz considers the negotiation talk to be a secondary genre of speech originating from primary genre: the conversation. In the further part of the work, the author refers to Maria Wojtak’s concept – where she analyses and describes material, taking into account the following aspects: structural (division of text into segments and relations between them), pragmatic (sender, recipient, purpose of the message, context and circumstances of the functioning of the genre), cognitive (subject matter and manner of presenting it; perspective, point of view, values) and stylistic (stylistic features conditioned structurally).
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The article presents an analysis of ritualized linguistic forms in advertisements presenting products for children. The analyzed material includes advertisements from the interwar period (1918–1939) as well as contemporary advertisements and the author describes similarities and differences in using ritualized forms which fulfil persuasive function.
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This study presents a comparison of the methods of communication with voters employed by Polish and American politicians. The research was conducted on the closing statements made by political leaders during election debates. The corpus included debates from the United States for the years 1996–2016, and from Poland for 1995–2015. The closing speech is a part of the debate where instead of interacting with each other, the candidates address themselves directly to the audience. It is the crowning moment of the debate and represents an appeal to the voters for support in the election. The analysis features 24 American and 26 Polish speeches. Both qualitative and quantitative methodologies were employed to illustrate the features of persuasion across two different political cultures. A list of repeated persuasive strategies was established, and divided into the categories of logos, pathos and ethos. The frequency of their use in both halves of the corpus material was then calculated.
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Throughout his writing life Thomas Merton was preoccupied with the dangers of language. He was attentive to what was being done to language in the climate of militarism, rivalry, and international anxiety. On the one hand, there was the incoherence of language that could not be trusted, on the other – the coherence of weapons that were infallible. In this environment the whole notion of reason and sanity was shaken. When we treat ourselves, and ourselves alone, as reasonable, we say of the other that there is no meaning there. This article examines Merton’s thinking about the crisis of language and suggests vital connections between the world in the 1960s and the world today: a world of self-reflexive culture, of polarized politics, of reductive, banal and trivial accounts of human nature, a thinning and a shrinking of language and what it can say and do, and a one-sided view of reason.
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In a world of increased mobility of a university of staff and students within the frame of European projects, it is clear that the knowledge of basic pedagogical and educational terminology has become indispensable. As a result of numerous reforms of educational systems and new ways of international cooperation, some of the terms have been replaced by new ones. For this reason, we think that pedagogical terminology in French and Serbian languages deserves a thorough analysis and comparison. With regard to that, the paper aims at presenting similarities and, in particular, differences between the two languages, bearing in mind their significance for education and the professional training of future teachers. Even some commonly used terms can be misleading, which is intolerable in meta-language (terms such as éducation, formation, instruction, école, classe, didactique, concours). In addition, there are terms with no equivalent in either of the languages analysed, since they reflect cultural differences between the two educational traditions (formateur or apprenant in French, associate professor or teacher’s college in Serbian etc). In the end, some basic sigla and acronyms necessary for anyone interested in the world of education and pedagogy are as presented (ESPE, PE, CP, CE1, CE2, CM1, CM2, M1, M2, LMD etc). In the conclusion, we recommend that glossary featuring pedagogical and educational terms be designed, encompassing the educational systems utilising French and Serbian languages.
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